LESSON PLAN IN BUSINESS MATH

GRADE 11 - GOZAN
DATE: 11/8/2018

I. LEARNING OBJECTIVES
A. Content Standards. The learners demonstrate an understanding of fractions.
B. Performance Standards. The learners are able to perform the operations on fractions: addition,
subtraction, multiplication, and division accurately.
C. Learning Competencies
Perform fundamental operations on fractions. ABM_BM11FO-Ia-1
D. Specific Objectives
At the end of the lesson, the students should be able to:
1. demonstrate an understanding of fractions;
2. recall the types of fractions they have learned; and
3. explain how fractions operate when the unit referred to is a group or a class.
II. SUBJECT MATTER:
A. Content: Fundamental Operations on Fractions, Decimals, and Percentage
B. References: Business Mathematics by Norma D. Lopez-Mariano, PhD.
C. Materials:
 Power point presentation
 LCD projector
III. LEARNING ACTIVITIES
A. PRAYER, CHECKING of ATTENDANCE
B. REVIEW
Based on last semester’s General Mathematics class, how do you perform operations on rational
equations?
C. LESSON PROPER (4 A’s)

Teacher’s Activity Teacher’s notes/ Remarks

Activity Group the students with atleast 5 members each group. Make them
answer the following questions.

Analysis Guide questions:

Express the following as fractions of the units indicated:
1. 6 as part of a dozen
2. 18 weeks as a part of a decade
3. 25 years as a part of a century
4. 7 days as part of a week
5. 3 months as part of one year
Abstraction The teacher will guide learners to arrive with the following concepts: To enrich the discussion, the
FRACTION teacher will utilize a
• Represents a part of a whole. powerpoint presentation
• It consists of a numerator and denominator supplemented with graphics.
• The numerator is the number above the fraction bar; the
denominator is the number below the fraction bar.
• The fraction bar is called the vinculum which indicates
division.
• The denominator is the divisor; hence, it shows into how the
many parts a whole is divided. The numerator is the
dividend; hence, it shows how many parts of the whole are
called for.
• Whole here is not limited to a unit as one. Rather, it also
refers to a group as a whole, say, a class, a family, a team, or
any other group taken as a unit.
• The three types of common or vulgar fraction are the proper
fraction, improper fraction, and mixed number.
Proper fraction
These are fractions that express amounts which are less than a unit.
As such, the numerator is always less than the denominator.
Examples: 1/3, 3/4, 2/7
Improper fractions
These are fractions that express amount which are equal to or greater
than a unit. Hence the numerator, is either equal to or greater than
the denominator. These fractions can be reduced to whole numbers
or to mixed numbers.
Examples: 4/3, 11/4, 7/7
Mixed numbers
These are numbers that consists of a whole number and fraction.
 Examples: 1 1/3, 2 1/4, 16 2/5
Application Divide the class into three groups. Answer the following item number
in the textbook. 1. Item number 29, 2. Item number 30, 3. Item
number 31, 4. Item number 34, 5. Item number 35

Evaluation Answer the following:

1. Andy has 5 tools he uses in his carpentry shop. Two of
the tools are hammer. What fractions of the tools are
hammers?
2. How is finding part of a whole similar to finding a part of
a set? How it is different?

Assignment/ Write a list of things at home that are separated into fractions. Send
Agreement your output via Facebook/Messenger group chat.

V. REMARKS

VI. REFLECTION

A.No. of learners who earned 80% in the evaluation.

B.No. of learners who require additional activities for
remediation
C.Did the remedial lessons work?
No. of learners who continue to require remediation.
D.Which my teaching strategies work well? Why did
these work?
E.Which difficulties did I encounter which my
principal or supervisor can help me solve.

Prepared by:

CHERRY MAY B. NEON

T-II

Noted by:

CORAZON JUELE
ASST. PRINCIPAL II